Search Results (562)

The present longitudinal retrospective study examined in a sample of 123 Greek-speaking children whether the raw score growth in a broad range of oral language and reading skills from Grade 1 to Grade 3 differs among children with persistent reading comprehension difficulties (pRCD; N = 49) identified in Grade 3, those exhibiting a resolving tendency of RCD (rRCD; N = 16), and typically developing (TD; N = 58) children. Children were classified into the respective groups, based on their performance on standardized reading comprehension measures in Grades 1, 2, and 3. They were, also, assessed on phonological awareness, rapid automatized naming (RAN), morphological awareness, vocabulary, word reading accuracy, word reading fluency, and text-reading fluency across the three Grades. Mixed ANOVAs showed that children with pRCD displayed slower growth in morphological awareness, word reading fluency, and text-reading fluency than the other two groups. Children with rRCD did not differ from TD children on these measures, but they exhibited a higher growth on RAN. Both groups of children with RCD outperformed TD children on the growth of phonological awareness and word reading accuracy, whereas no group differences revealed in vocabulary. Our results suggest that more rapid gains in morphological awareness, RAN, word reading fluency, and text-reading fluency over time might be associated with a resolving tendency of reading comprehension difficulties, providing valuable insights for intervention policy. Full article

Background/Objectives: Healthcare-associated infections (HAIs) require specific skills in nursing education, yet their curricular integration often remains fragmented, limiting the consolidation of knowledge and safe clinical practice. This study aimed to explore the perceptions of nursing students from Brazil and Peru regarding the use of clinical simulation as a strategy to develop skills in HAIs prevention and control. Methods: A qualitative approach was employed, involving 12 focus groups (n = 297 students) across four universities. The discussions were conducted following simulation activities based on standardized scenarios structured into four phases: pre-reading, briefing, execution, and debriefing. Data were collected using a semi-structured interview guide flowed by content analysis, through which saturation was achieved. The study adhered to COREQ guidelines. Results: Three main themes emerged: (i) clinical simulation as a student-centered teaching–learning strategy, where pre-reading and briefing materials enhanced students’ confidence and clarity in performing tasks, with checklists suggested to avoid omissions; (ii) simulation as a facilitator of autonomy and safety in HAI prevention, offering a protected environment for making mistakes and learning, with formative feedback during debriefing increasing risk awareness, although debriefing time was noted as an area for improvement; and (iii) meaningful learning and integration with traditional education, as students reported increased engagement, better knowledge retention, and greater perceived transfer of skills to real clinical settings. Conclusions: Clinical simulation demonstrated strong potential to support the development of HAI prevention skills in undergraduate nursing students. Longitudinal implementation with standardized scenarios and further evaluation of educational effectiveness and debriefing strategies is recommended. Full article

The identification of mRNA isoforms in biological samples is crucial for studying tissue- and cell-specific isoform expression, activity of tissue-specific promoters, alternative splicing events, and alternative polyadenylation signals in genes. For single or several genes, expressed mRNA isoforms can be found using RT-PCR and RT-qPCR. Available transcriptome short-read archives deposited in GenBank or as laboratory data can be used to identify mRNA isoforms instead of or prior to wet analysis by other methods in eukaryotic organisms with annotated genomes. However, isoform expression analysis requires advanced bioinformatics skills and may be time-consuming. In addition, this analysis generates a large amount of unnecessary data. To detect mRNA isoforms encoded by one gene of interest, screening of expressed mRNAs in NGS data can be simplified by mapping NGS short reads to a single-gene or transcript sequence. Using single-gene/transcript mapping, we analyzed the expression of the Otx gene at the mRNA isoform level in some embryonic and adult tissue mRNA libraries of the sea urchin Strongylocentrotus purpuratus available in GenBank. The presence of expressed Otx mRNA isoforms was confirmed by RT-qPCR in the same tissues and at the same developmental stages of the closely related species Strongylocentrotus intermedius. We showed that single-gene/transcript mapping is a suitable approach for qualitative evaluation of the expression of mRNA isoforms and recognition of at least two expressed isoforms in the same biological sample. Full article

Objectives: Innovative, evidence-based interventions for developmental dyslexia (DD) are necessary. While traditional methods remain valuable, newer approaches, such as cognitive–motor training, show the potential to improve literacy skills for those with DD. Verbal Working Memory–Balance (VWM-B) is a novel cognitive–motor training program that has demonstrated positive effects on reading, cognitive functions, and motor skills in children with DD. This extension study explored the neural mechanisms of VWM-B through voxel-to-voxel intrinsic functional connectivity (FC) analysis in children with DD. Methods: Resting-state fMRI data from 16 participants were collected in a quasi-double-blind randomized clinical trial with control and experimental groups, pre- and post-intervention measurements, and 15 training sessions over 5 weeks. Results: The mixed ANOVA interaction was significant for the right and left postcentral gyrus, bilateral precuneus, left superior frontal gyrus, and left posterior division of the supramarginal and angular gyri. Decreased FC in the postcentral gyri indicates reduced motor task engagement due to automation following VWM-B training. Conversely, increased FC in the bilateral precuneus, left superior frontal gyrus, and left posterior divisions of the supramarginal and angular gyri suggests a shift of cognitive resources from motor tasks to the cognitive functions associated with VWM-B. Conclusions: In conclusion, the study highlights that cognitive–motor dual-task training is more effective than single-task cognitive training for improving cognitive and motor functions in children with DD, emphasizing the importance of postural control and automaticity in dyslexia. The trial for this study was registered on 8 February 2018 with the Iranian Registry of Clinical Trials (IRCT20171219037953N1). Full article

A growing body of research shows that students’ self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as well as their interactions with sociodemographic characteristics, thereby offering a more comprehensive understanding of early reading development. Using nationally representative data from approximately 18,000 first-grade students in the Early Childhood Longitudinal Study (ECLS-K:2011), we employed structural equation modeling to examine how self-regulatory behaviors and attention difficulties mediate the relationship between reading achievement and attention difficulties. Findings indicated that the direct and mediating effects of self-regulation and attention difficulties differed across sociodemographic groups. Attention difficulties emerged as the stronger mediator of reading achievement compared to self-regulation. These results underscore the importance of supporting self-regulatory skills in the early elementary grades to manage attention difficulties and improve reading performance. This study is among the first to integrate sociodemographic factors with self-regulation and attention in predicting reading outcomes, providing a foundation for more targeted early interventions. Full article

Developing research skills and academic literacy is essential for student success, yet their progression often varies across multilingual higher education systems. This study investigates these competencies among 692 bachelor’s and master’s students in Kazakhstan’s trilingual higher education context, where Kazakh, Russian, and English serve as languages of instruction. The contributions of multilingual academic practices, language of instruction, reading proficiency in three languages, peer collaboration, teacher facilitation, learner autonomy, and academic performance were examined using hierarchical regression and cumulative logit models. Results show that multilingual academic practices emerged as the strongest and most consistent predictor of both research skills (β = 0.56) and academic literacy (β = 0.69), explaining 38% and 49% of variance respectively and clearly outperforming medium of instruction, single-language reading proficiency, and programme level. Peer collaboration, teacher facilitation, and academic performance emerged as the most powerful predictors of students’ overall self-assessed research competence. The findings position multilingualism as both linguistic and cognitive resource, offering implications for curriculum design, staff training, and multilingual research-based learning in higher education. The study advances international scholarship on multilingual higher education. Full article

This study aimed to design a virtual reality (VR)–based mountaineering education system and examined its effects on junior high school students’ learning outcomes, motivation, and cognitive load in compass operation and map reading. The system integrated 3D terrain models and interactive mechanisms across four instructional modules: Direction Recognition, Map Symbols, Magnetic Declination Adjustment, and Resection Positioning. By incorporating immersive 3D environments and hands-on virtual exercises, the system simulates authentic mountaineering scenarios, enabling students to develop essential field orientation and navigation skills. An experimental design was implemented, with participants assigned to either an experimental group learning with the VR system or a control group receiving slide-based instruction. Data were collected using pre-tests, post-tests, and questionnaires, and analyzed using SPSS for descriptive statistics, paired-sample t-tests, independent-sample t-tests, and one-way ANCOVA at a significance level of α = 0.05. The findings indicated that the experimental group achieved significantly higher post-test learning performance than the control group (F = 6.37, p = 0.014). Moreover, significant or highly significant improvements were observed across the four dimensions of learning motivation—attention, relevance, confidence, and satisfaction. The experimental group also exhibited a significantly lower extraneous cognitive load (p = 0.024). Therefore, the VR mountaineering education system provides an immersive, safe, and effective approach to teaching mountaineering and outdoor survival skills. Full article

“After this I will return, and I will rebuild the dwelling of David, which has fallen; from its ruins I will rebuild it, and I will set it up” (Acts 15:16 NRSV). This verse, quoting Amos 9:11, is part of James’ speech to the Jerusalem “council” considering the issue of Gentile believers and their relationship to the Law. In some Pentecostal circles, especially those influenced by the “Latter Rain” revival of 1948, this verse has taken on a different force based on the Greek skēnē, literally a tent or traditionally “tabernacle.” This teaching is based on the “tabernacle of David” as described in 1 Chron. 16:1–6 and other places and likely the venue in which some of the original psalms were performed. Their argument is that this is part of a model for experiencing the dynamic presence of God in worship and the restoration of the NT church. It forms a theological basis or rationale for contemporary praise and worship with the use of musical instruments, lifted hands, dance, clapping, etc., following the Psalms. However, this interpretation of “David’s fallen tent” seems to fail interpretive tests such as context, authorial intention and audience understanding. This article discusses the interpretive challenges raised by Acts 15:16, how skilled interpreters have understood the “tent of David,” and some weaknesses in these readings. The argument of “Latter Rain” authors on the “Tabernacle of David” is explained and evaluated in the light of some other contemporary research and hermeneutical principles associated with typology. The Latter Rain position is found to have considerable strengths but overreaches in some key points especially by making structure too central. Full article

Reading and mathematics are intricately linked through shared cognitive processes that underpin developmental relationships across domains. Despite extensive research on early-grade links between reading and basic arithmetic, gaps persist in understanding how reading comprehension (RC) supports applied math problem-solving (AMP) in older students and non-English contexts. The current study investigates the grade-level relationship between RC and AMP in typically developing Hebrew-speaking fourth (N = 41) and eleventh graders (N = 43), focusing on the contributions of working memory (WM), reading fluency, and arithmetic fluency. Results indicated significant positive associations between RC and AMP in both age groups. In fourth graders, arithmetic fluency partially statistically mediated the RC-AMP relationship in a cross-sectional mediation model. This indicates that students rely on computational proficiency to translate textual understanding into solutions. In contrast, eleventh graders exhibited a direct RC-AMP link, reflecting advanced comprehension and metacognitive strategies as computational skills are automatized. WM showed stronger correlations with RC and AMP among younger students, whereas these associations were weaker in older students. These findings support a Developmental Linguistic–Cognitive Scaffold Model, highlighting age-related shifts in cognitive and linguistic mechanisms supporting AMP. The results emphasize the need for integrated curricula incorporating RC strategies to enhance mathematical reasoning, particularly in morphologically rich languages like Hebrew. Full article

Solving algebraic word problems is an essential component of the school mathematics curriculum; nonetheless, many students still make mistakes in solving them. Several studies have largely focused on categorizing errors in solving algebraic word problems. However, relatively little attention has been given to the underlying learning obstacles that shape these errors. Addressing this gap, this study explores students’ learning obstacles in solving algebraic word problems through a hermeneutic phenomenological approach. Data were collected from 138 Indonesian students and two Indonesian mathematics teachers using written tests, document studies, and interviews. Data analysis was conducted alongside thematic analysis and the interpretative phenomenological analysis framework. The findings revealed five main errors: misunderstanding the problem’s meaning, incorrectly forming mathematical equations from the narrative, failing to solve the constructed mathematical model, providing incomplete or contextually inappropriate final answers, and failing to apply the trial-and-error method. These errors were traced to three categories of learning obstacles. Ontogenic obstacles included weaknesses in prerequisite skills such as reading comprehension, arithmetic, and algebraic manipulation, as well as a limited ability to transition from arithmetic to algebraic thinking. Epistemological obstacles arose when students’ understanding was tied to narrow contexts and could not be applied flexibly to new problem situations. Didactical obstacles reflected instructional gaps, particularly the emphasis on procedural routines over interpretation, reflection, and representational flexibility. This study extends the application of learning obstacle theory to the context of algebraic word problems and offers practical implications for teachers in designing adaptive instructional strategies to minimize students’ learning obstacles. Full article

This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducted with a total of 5966 children aged 6–7 who were about to enter elementary school in the 2024–2025 academic year (N₁ = 1911; N₂ = 1644; N₃ = 2411). Exploratory Factor Analysis revealed a three-factor structure—Reading Skills, Writing Skills (Dictation), and Writing Skills (Copying)—which explained 82.38% of the total variance. Confirmatory Factor Analysis demonstrated that this structure showed an acceptable model fit (CFI = 0.997, TLI = 0.997, SRMR = 0.030, RMSEA = 0.111). The internal consistency coefficients (α = 0.891–0.962; ω = 0.912–0.983) and convergent validity values (AVE = 0.867–0.949) of the PLT were found to be high. Discriminant validity was confirmed according to the Fornell–Larcker criterion, and measurement invariance across gender was supported through Multigroup Confirmatory Factor Analysis. Item analyses indicated that most test items were of moderate difficulty (mean difficulty = 0.409) and high discrimination (mean discrimination = 0.516). In conclusion, the PLT was determined to be a psychometrically robust, valid, and reliable instrument for assessing basic literacy skills prior to elementary school entry. These findings suggest that the test can be confidently used in early literacy research and school readiness assessments. Full article

Several recent studies have utilized neuroimaging to delineate the localization and function of brain regions involved in language. However, many uncertainties persist regarding the organization of the linguistic system in the human brain. The aim of the present study was to characterize the structural changes produced in a sample of 9 patients with post-stroke aphasia (4 women; mean age = 60 years, SD = 14.86) and their relationship with performance in the entire Boston Diagnostic Aphasia Examination (BDAE). Magnetic Resonance Imaging was acquired from the brain of each patient and brain lesions were assessed. Disconnection’s severity of each white matter tract by embedding the lesion into the streamline tractography atlas of the Human Connectome Project was analyzed, and grey matter lesion load using a 7-Network Cortical parcellation template was estimated, with additional subcortical, cerebellar and brainstem parcels. Finally, all data obtained was correlated with performance in the BDAE. Somatomotor network correlated with repetition scale. The disconnection of the left acoustic radiation and inferior longitudinal fasciculus correlated with repetition sub-scale. Finally, the left U-fibers correlated with severity (a BDAE sub-scale that assesses the patient’s communicative skills), conversational speech and reading sub-scales. These findings emphasized that the disconnection of these fronto-parieto-temporal structures correlate with deficits in repetition, beyond the classical hypothesis attributing such deficits solely to the impairment of the arcuate fasciculus. Full article

Background/Objectives: Mastery of reading requires the ability to process multiple stimuli in sequence. Previous research shows that children gradually develop this skill as their reading experience increases. This study investigated the serial superiority effect and its association with reading experience. Reading performance was compared using single- and multiple-word displays in typically developing Italian readers from 1st to 3rd grade. Given the link between reading times and interindividual variability, the analyses used models (DEM, RAM, and State trace) that account for global components of individual performance. Methods: Ninety 1st-, 2nd-, and 3rd-grade students participated. Children were presented with words of varying lengths. Stimuli appeared either sequentially from left to right (single-display condition) or in a static array of 25 words (multiple-display condition). Results: Reading times were faster in the multiple-display than the single-display condition, as expected. Analyses of global components showed that this advantage increased linearly with years of schooling. This finding reflects a progressive mastery of multiple displays as the reading experience grew. Conclusions: Global processing models effectively capture early reading acquisition, especially the increasing difference between reading from single displays and managing multiple reading stimuli. Full article

Background: Nurses need strong English language skills to access knowledge and promote evidence-based practice. Podcast production is a promising pedagogical strategy to improve language skills. However, the effects of podcast production on nursing students’ perceived English reading proficiency and the most effective production instructional approaches remain unreported. Aim: To examine the impacts of podcast production on undergraduate nursing students’ perceptions of English reading skills and compare the effectiveness of two podcast production teaching methods. Design: A quasi-experimental study. Methods: 78 third-year nursing students in Northern Thailand were divided into an experimental group (n = 39) and a control group (n = 39). The experimental group received specific guidelines for podcast production, while the control group used a non-guided method. Outcomes included students’ perceptions of their English reading skills and the experimental group’s attitudes toward podcast production guidelines. Results: Pre-test scores for perceived English reading skills were similar between groups (t = −1.029, p = 0.307). ANCOVA revealed that after controlling for pre-test scores, the control group reported significantly higher adjusted post-test scores than the experimental group (F = 5.001, p = 0.028). Students in the experimental group expressed positive attitudes toward the podcast production guidelines. Conclusions: Both podcast production approaches were effective; however, the less-guided approach showed greater improvement in students’ perceptions of their English reading skills. This approach may encourage student autonomy, creativity and deeper engagement. Podcast production emerges as a valuable student-centred learning strategy to improve perceptions of language skills, but finding a balance between support and independence during instruction seems important to maximise its potential benefits. Full article